 |
1 | |
Which of the following statements about teacher planning is not true? |
| | A) | Planning and decision-making activities interact with all of the other leadership aspects of teaching. |
| | B) | Teachers have been shown to spend as much as 20 percent of their weekly work time on planning activities. |
| | C) | Planning activities are among the most important aspects of teaching; they strongly influence what is taught in school. |
| | D) | The public nature of schools makes it easy for new teachers to learn effective planning techniques from experienced teachers. |
|
|
2 | |
Alicia Washington spends many hours each week carefully planning lessons and classroom activities. She usually starts with her lesson goals and then considers the various strategies that she will employ to reach these goals. The model that best describes Alicia's planning approach is ________. |
| | A) | the rational-linear model of teacher planning |
| | B) | the nonlinear model of teacher planning |
| | C) | the instructional model of teacher planning |
| | D) | none of the above |
|
|
3 | |
The rational-linear model of teacher planning ________. |
| | A) | assumes a close connection between those who make goals and those who carry them out |
| | B) | puts the focus on process as the first step in a sequential process |
| | C) | puts the focus on actions as the first step in a cyclical process |
| | D) | assumes that the social environments for which plans are made are volatile |
|
|
4 | |
Matthew Strauss is a third-grade teacher who is a proponent of the nonlinear model of teacher planning. He will most likely begin to plan his lessons by ________. |
| | A) | first setting instructional goals, followed by selecting strategies |
| | B) | considering various classroom activities, and setting instructional goals later |
| | C) | planning desired outcomes that are based on several different possible goals |
| | D) | none of the above |
|
|
5 | |
John Zahorik studied the effects of planning on teacher behavior by simulating an instructional lesson about credit cards. One group of teachers was given the topic in advance, along with a detailed lesson plan to follow (teachers who planned). A second group was given no prior information on what was to be taught (teachers who did not plan). Which of the following did Zahorik find to be a negative consequence of teacher planning? |
| | A) | Teachers who planned were less sensitive to student ideas. |
| | B) | Teachers who planned were overly sensitive to student ideas. |
| | C) | Teachers who planned were less creative in their teaching. |
| | D) | Teachers who planned were overly creative in their teaching and ignored other instructional goals. |
|
|
6 | |
Dante Pearson is a teacher who spends many hours each week planning lessons for his students. Although detailed planning is a critical part of his teaching success, which of the following statements best describes what he can do to avoid possible negative effects of planning? |
| | A) | He should always stick to the planning goals for each lesson, taking into account student ideas and feedback for future lessons. |
| | B) | He should not stick to the plan to the extent that he is insensitive to new student ideas. |
| | C) | He should avoid traditional lesson planning models and summarize lesson outcomes at the end of each lesson. |
| | D) | None of the above. |
|
|
7 | |
Laura Owens is a fourth-grade teacher who just completed a lesson on the Aztec civilization. Her detailed lesson plan called for a high degree of verbal interaction regarding the subject, followed by a group activity. During the actual lesson, a few students had problems understanding some of the ideas, even after Laura attempted briefly to clarify the material for them. She decided to continue with the lesson and move on to the group activity, reasoning that the group interaction would likely reinforce the ideas that some of the students were having trouble with. Based on her actions, Laura Owens is probably ________. |
| | A) | an experienced teacher |
| | B) | an inexperienced teacher |
| | C) | a moderately experienced teacher |
| | D) | correct in her analysis that group learning often reinforces individual teaching |
|
|
8 | |
Studies comparing planning skills of experienced and inexperienced teachers show that ________. |
| | A) | experienced teachers tend to spend more time planning on how to give verbal instructions, whereas inexperienced teachers focus on ways to assess student learning and give feedback |
| | B) | inexperienced teachers tend to spend more time planning on how to give verbal instructions, whereas experienced teachers focus on ways to assess student learning and give feedback |
| | C) | experienced teachers tend to spend more time thinking about how to use their time than inexperienced teachers |
| | D) | inexperienced teachers tend to think less about classroom management while planning than do experienced teachers |
|
|
9 | |
One reason learning to plan is difficult for beginning teachers is that ________. |
| | A) | most experienced teachers ignore planning tasks |
| | B) | planning can be learned only through experience |
| | C) | experienced teachers and inexperienced teachers do not think the same way about planning |
| | D) | the process of planning cannot be directly observed in most instances |
| | E) | both C and D |
|
|
10 | |
Ken Hutton, a sixth-grade teacher at Brown Intermediate School, just started the math unit on decimals. During today's lesson, he noticed that many student eyes were glazed and that they appeared to be confused and not grasping the lesson. If Mr. Hutton is an experienced teacher, he would most likely ________. |
| | A) | stop the lesson and check why students are confused |
| | B) | stop the lesson and start another topic that is less complex |
| | C) | continue with the lesson, trying to teach it in a more verbal way |
| | D) | continue with the lesson as planned and go over it again tomorrow |
|
|
11 | |
John Roberts, a high school English teacher, just completed a detailed written plan to help him organize the goals and activities for his tenth-grade creative writing class. The plan included an explicit outline of materials to be covered over the next three months and established a schedule emphasizing the goals to be covered each week. This plan is most likely a ________. |
| | A) | unit plan |
| | B) | monthly plan |
| | C) | weekly plan |
| | D) | term plan |
|
|
12 | |
Which of the following is not specified by a teacher's yearly plan? |
| | A) | Overall themes and attitudes the teacher wants to convey. |
| | B) | Making sure all important topics get sufficient coverage. |
| | C) | Making sure specific objectives are included and time-tabled. |
| | D) | How instruction can be tailored to cycles of the school year. |
|
|
13 | |
Joyce Laramee wants to ensure that she teaches her seventh-grade science students the most critical ideas in an upcoming unit on the solar system. She develops a chart categorizing ideas into those she believes represent enduring understandings, those that are important, and those that students need to be only familiar with. The planning tool described here is known as _______. |
| | A) | Wiggins and McTighe framework for establishing curriculum priorities |
| | B) | Bruner's hypothetical knowledge structure |
| | C) | Jacob's curriculum mapping process |
| | D) | Bloom's cognitive processes domain |
|
|
14 | |
Naomi Carvell, principal at Conard Middle School, has been receiving negative feedback regarding the different lessons taught and projects assigned by the six different fifth-grade teachers. For example, each teacher covers a unit on fractions; however, the extent of what is taught and the homework given varies significantly. This results in complaints from parents who compare workloads, as well as from sixth-grade teachers who are frustrated by the varying skill levels of students that they get the following year. The best way to address this problem would be to________. |
| | A) | develop a content matrix |
| | B) | develop a curriculum map |
| | C) | develop a Gantt Chart |
| | D) | develop unit plans that all teachers are required to follow |
|
|
15 | |
Bloom's Revised Taxonomy is divided into two major dimensions: Which of the following are the names of those dimensions? |
| | A) | The cognitive and affective dimensions. |
| | B) | The cognitive and psychomotor dimensions. |
| | C) | The knowledge and cognitive process dimensions. |
| | D) | The declarative and procedural dimensions. |
|
|
16 | |
Which of the following statements regarding teacher planning is most accurate? |
| | A) | Although daily plans are critical to teacher effectiveness, they typically receive the least attention. |
| | B) | Unit plans involve chunks of content and associated skills that fit together logically. |
| | C) | Yearly plans are just as important as other planning devices and should be done with as much precision as daily and unit plans. |
| | D) | Unit plans are the least critical plans that teachers do. |
|
|
17 | |
A Gantt Chart is a tool that can be used by teachers to help manage ________. |
| | A) | space restrictions |
| | B) | curriculum content |
| | C) | time concerns |
| | D) | evaluation and testing issues |
|
|
18 | |
Hailey Osborne, a high school English teacher, wants to ensure that she has enough time to cover at least two Shakespearean plays this semester, a difficult task given the other demands on her curriculum. The tool that would best help her to manage time constraints is ________. |
| | A) | a behavioral content matrix |
| | B) | a Gantt Chart |
| | C) | an activity structure |
| | D) | a curriculum map |
|
|
19 | |
The amount of time that a student spends on academic tasks at which he or she is successful is called ________. |
| | A) | attended time |
| | B) | academic time |
| | C) | engaged time |
| | D) | academic learning time |
|
|
20 | |
Classroom dialogue, communication patterns, and power relationships are most influenced by a teacher's use and management of ________. |
| | A) | time |
| | B) | space |
| | C) | activities |
| | D) | daily plans |
|